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CLINICAL PSYCHOLOGY

Focus Questions:1. What is intelligence, and what are some of the problems we face in measuring this construct?

2. What is the relationship between intelligence and school success as well as between intelligence and occupational status and success?

3. What do studies suggest regarding the genetic versus environmental influence on intelligence4. How are the Stanford-Binet Fifth Edition (SB-5) and Wechsler scales (WAIS-IV, WISC-IV) similar? How are they different?

5. How are intelligence tests used in a clinical situation? What are some of the limitations regarding their use in these situations?IntelligenceDefinitions that focus on the ability to learn on educability in the broad sense of the term.

Definitions that emphasize abstract thinking the ability to use a wide range of symbols and concepts, the ability to use both verbal and numerical symbolsDefinitions that emphasize adjustment or adaptation to the environmentadaptability to new situations, the capacity to deal with a range of situations.Theories of IntelligenceFactor Analytic Approaches. Spearman (1927)

The father of factor analysis He believes in the existence of a g factor (general intelligence) and s factors (specific intelligence).Thurstone described seven group factors, which he labeled: 1. Numerical FacilityWord FluencyVerbal ComprehensionPerceptual SpeedSpatial VisualizationReasoningAssociative Memory (Thurstones Primary Mental Abilities).Cattells Theory

The work of R. B. Cattell (1987) emphasized the centrality of g. At the same time, Cattell offered a tentative list of 17 primary ability concepts. He described two important. second-order factors that seem to represent a partitioning of Spearmans g into two components:

Fluid ability (the persons genetically based intellectual capacity) Crystallized ability (the capacities, tapped by the usual standardized intelligence test, that can be attributed to culture-based learning).Guilfords Classification.

The views of Guilford (1967) were quite different from those of Cattell, Spearman, Thurstone, and most other psychometricians.

Guilford proposed a Structure of the Intellect (SOI) model and then used a variety of statistical and factor analytic techniques to test it. Guilford reasoned that the components of intelligence could be organized into three dimensions: a. operations, b. contents, and c. products (units, classes, systems, relations, transformations, and implications) Gardner (1983, 1999) has described a theory of multiple intelligences. Human intellectual competence involves a set of problem-solving skills that enable the person to resolve problems or difficulties.To cite another example of a theory of multiple forms of intelligence, Sternberg (1985, 1991, 2005) has proposed a triarchic theory of intelligence.

He maintains that people function on the basis of three aspects of intelligence: componential, experiential, and contextualTHE IQ: ITS MEANINGAND ITS CORRELATESRatio IQ. Stern developed the concept of intelligence quotient (IQ) to circumvent several problems that had arisen in using the difference between the chronological age (CA) and the MA to express deviance.

IQ = MA/CA 1002. Deviation of IQ

Although initially appealing, the ratio IQ is significantly limited in its application to older age groups. The reason is that a consistent (even if very high) mental age (MA) score accompanied by an increasing chronological age (CA) score will result in a lower IQ.Wechsler introduced the concept of deviation IQ. The assumption is made that intelligence is normally distributed throughout the population.Correlates of IQCorrelates of the IQ -Whether intelligence tests are valid depends on how we define intelligence

No if _________________Yes if _________________School Success.Occupational Status and Success.Demographic Group Differences.Heredity and Stability of IQ Scores1. Heritability of Intelligence.2. Stability of IQ Scores and the Flynn effect

Clinicians cannot assume that a single IQ test score will accurately characterize an individuals level of intelligence throughout his or her life span. IQ scores do tend to change, and this is especially true for young children. For this reason, clinicians often describe the individuals present level of intellectual functioning in their test reports.Flynn EffectThis refers to the empirical finding that from 1972 on, Americans IQ scores have on average increased 3 points each decade.THE CLINICAL ASSESSMENTOF INTELLIGENCESB -5

the SB-5 is based on a hierarchical model of intelligence. Specifically, the Stanford-Binet Fifth Edition (SB-5) assesses five general cognitive factors, and each factor is tapped by both verbal and non-verbal subtest activities1. Fluid reasoning involves the ability to solve new problems and is measured by the following subtests;

2. Quantitative reasoning involves the ability to solve numerical and word problems as well as to understand fundamental number concepts;

3. Visual-spatial processing involves the ability to see relationships among objects, to recognize spatial orientation, and to conduct pattern analysis. 4. Working memory involves the ability to process and hold both verbal and non-verbal information and then to interpret it

5. Knowledge involves the ability to absorb general information that is accumulated over time through experience at home, school, work, or the environment in general.

David Wechsler published the Wechsler-Bellevue Intelligence Scale in 1939. Subsequent revisions o this test have become the most widely used techniquesto assess intellectual functioningThe Clinical Use of Intelligence TestsThe Estimation of General Intellectual Level.

The most obvious use of an intelligence test is as means for arriving at an estimate of the patients general intellectual level. Frequently, the goal is the determination of how much general intelligence (g) a given person possesses.Obtaining an IQ is not the end of a clinicians taskit is only the beginning.

Prediction of Academic Success.As mentioned previously, there are data that demonstrate a relationship between intelligence test scores and school success.

To the extent that intelligence should logically reflect the capacity to do well in school, we are justified in expecting intelligence tests to predict school successThe Appraisal of StyleOne of the major values of individual intelligence tests is that they permit us to observe the client or patient at work.

Some Final Observationsand ConclusionsIQ Is an AbstractionGenerality Versus Specificity of Measurement.

Thank you!